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This chapter explores the concept of using reflective practice as a tool to assess learning throughout a work-based learning module in the Police Constable Degree Apprenticeship (PCDA) at The Open University. The research uses a constructivist approach involving the collection of qualitative data. Whilst reflection has emerged as a ‘universally accepted ingredient of professional development’ (Amhag in International Journal of Mobile and Blended Learning 12:1–16, 2020, p. 2) there appears to be ‘little or no agreement’ on what reflective practice is (Hargreaves in Assessing reflective practice. Nurse Education Today 24:196–201, 2004, p. 196). This suggests that risky assumptions are being made that policing students know what reflection is and understand how to reflect, and that module tutors know how to assess that reflection (Amhag in International Journal of Mobile and Blended Learning 12:1–16, 2020; Chan and Luo in Teachers and Teaching 26:214–228, 2020). Research also demonstrates that a tutor’s own stance towards reflection influences how they promote reflection. To explore these ideas, we draw on data from a deductive thematic analysis of semi-structured interviews and focus groups from a work-based learning module. The emerging theme is that whilst reflective practice promotes and supports professional development, it presents as a challenge when used as an assessment tool to demonstrate learning. This chapter offers valuable insights into how reflective practice can be used within a work-based programme that is meaningful for practitioners and tutors.

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An Exploration of the Use of Reflective Assessment by Policing Apprentices Whilst in an Operational Setting

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  • 出版模式：

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  • 发表日期：

    2025年

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  • Abigail Salter,
  • Amanda Smith,
  • Stephen Moss

摘要

This chapter explores the concept of using reflective practice as a tool to assess learning throughout a work-based learning module in the Police Constable Degree Apprenticeship (PCDA) at The Open University. The research uses a constructivist approach involving the collection of qualitative data. Whilst reflection has emerged as a ‘universally accepted ingredient of professional development’ (Amhag in International Journal of Mobile and Blended Learning 12:1–16, 2020, p. 2) there appears to be ‘little or no agreement’ on what reflective practice is (Hargreaves in Assessing reflective practice. Nurse Education Today 24:196–201, 2004, p. 196). This suggests that risky assumptions are being made that policing students know what reflection is and understand how to reflect, and that module tutors know how to assess that reflection (Amhag in International Journal of Mobile and Blended Learning 12:1–16, 2020; Chan and Luo in Teachers and Teaching 26:214–228, 2020). Research also demonstrates that a tutor’s own stance towards reflection influences how they promote reflection. To explore these ideas, we draw on data from a deductive thematic analysis of semi-structured interviews and focus groups from a work-based learning module. The emerging theme is that whilst reflective practice promotes and supports professional development, it presents as a challenge when used as an assessment tool to demonstrate learning. This chapter offers valuable insights into how reflective practice can be used within a work-based programme that is meaningful for practitioners and tutors.